"The tests were useful in checking the knowledge and getting a GCSE prediction for KS3 students. The support from Yacapaca was 1st class."
Jim Stoneleigh at Hele's Trust, Plymouth
This suite of Computing tests follows the Computing at Schools curriculum
. Although intentionally aimed at KS3, Sections 2.1-3.1 seem to work better with somewhat older students. Here is how to use it:
Important to note from the curriculum authors
2.1-3.1 Key Concepts baselines (ideally, assign all 6 together)
Each quiz presents 12 questions from a larger question bank. If you set just one attempt at each, you will get 72 questions, which is enough to give a reliable summative assessment. They should give you enough of an idea of the conceptual grasp of each student that you can set them and start to build an individual profile of each.
3.2 Languages: Kodu, Python, Scratch (assign only to students who have already studied the language)
These are intended for use when you know the students have covered the specific language, but you don't know their level. The questions chosen are all fairly basic; it is assumed that most of the kids you are doing Baselines with won't have done very much.
How to get a grade for each student
Yacapaca will report results in whatever gradescheme you have selected for your student set. This includes NC Levels, and I continue to endorse them, 'disapplied' or not. At KS3 the only alternative is raw percentages, and these cannot be adjusted for the difficulty levels of each quiz. Section 5 of the syllabus includes NC level descriptors.
The Question Authors
20 or more authors contributed to this course. I wrote perhaps half a dozen questions where there were gaps, but everything else was already covered by people much more expert than I. My thanks to all contributors.
"In Key Stages 2-4 we do not recommend significant attention to software development processes (requirements analysis, specification, documentation, test plans, etc.). These are very important topics for pupils who specialise in the subject, but they tend to obscure or dominate the other teaching goals."